Mentors

Accelerating the effectiveness of new teachers is a critical link to student success and one that relies on quality mentors like you. NTC is committed to supporting your on-going growth as a ‘teacher of teachers’ through a comprehensive teacher induction program model and a wide range of available professional development, communities of practice, products and free resources. We are here to help you grow your instructional mentoring skills while increasing your teachers’ ability to enrich the lives of their students.

Carefully selected and well-trained mentors are the heart of a new teacher induction program. From Mentor Academies to Formative Assessment tools, NTC supports mentors as they support new teachers.

As we at New Teacher Center make strides toward our vision of ensuring that every student across the country has a great teacher, we are always refining and building upon the ways we work with you to make this vision a reality. We’re excited to share news about our new face-to-face and online learning opportunities that fulfill our mission in offering solutions that support new and emerging teacher leaders.

The Hechinger Report covered a new report, published by the Alliance for Excellent Education in collaboration with New Teacher Center that illustrates the immense costs of rising teacher attrition and recommends New Teacher Center's model of comprehensive new teacher induction as a solution.

The Mentor Academy Series is a sequenced curriculum of mentor professional development that supports teacher induction teams through the development of comprehensive mentoring knowledge and skills using the NTC Formative Assessment and Support (FAS) system while building a community of learners who support each other’s growth as professional mentors.

NTC’s Professional Learning Series (PLS) is a targeted professional development series designed to advance the skills, abilities, and knowledge of mentors and coaches with limited release time. The series is designed to ensure that experienced teachers, who are recruited to mentor beginning teachers, become effective teachers of teachers.

The Professional Learning Series for Instructional Coaches (PLS IC) develops skills related to adult learning theory, coaching language and stances, and assessing and advancing teaching practice aligned with Common Core State Standards and 21st Century Learning.

The New Teacher Center’s e-Mentoring for Student Success (eMSS) is an innovative nationwide content and exceptionality specific, asynchronous, online mentoring program that supports the professional growth and development, and increases the retention of new teachers. Through eMSS, new and veteran teachers and university faculty collaborate in an interactive community to advance high quality teaching for all students.

This one-day consultation and facilitation program offers induction program leaders an integrated professional growth system to support mentor development, accountability, supervision, and assessment that builds a mentoring capacity and delivers the greatest value to their program.

Module 16, 5th Grade English Language Arts: Using Prepositions, shows a beginning teacher developing reading comprehension phrases. Students work independently and in small groups to write sentences with prepositional phrases and analogous pictures.

Module 17, English Language Arts: Text-to-Self (4th Grade), shows a beginning teacher using a Read-Aloud activity to support reading comprehension. Students access their prior knowledge, make predictions, compare information, and describe text-to-self connections. The teacher uses a Venn Diagram as a discussion and pre-writing prompt.

New Teacher Center’s oral language development website is designed to help educators explore ways to think deeply and specifically about oral language in their classrooms, across grade levels and the school curriculum.

The summer 2012 edition of Reflections focuses on how districts can ensure the success and sustainability of their teacher induction program. Key articles explore how the most successful programs are based on a systemic approach that includes; rigorous program design, evaluation for continuous improvement and engaged school leaders who can provide the all important supportive context and conditions.

Broward County Public Schools Chief Talent Development Officer Elisa Calabrese and her colleagues had an “aha” moment in 2012. They realized that if they were serious about human capital development and creating a highly effective teaching workforce, they needed to get serious about a unified and cohesive coaching model.

I greeted the teachers as they arrived for the beginning teacher after school professional development (PD). They were friendly as they greeted me, but most of all, excited to see each other. The room buzzed!

New Teacher Center has identified five common “tensions” that mentors experience when they assume their new role: building a new identity; developing trusting relationships; accelerating teacher development; mentoring in challenging contexts; and learning leadership skills.

Mentor Abby Paske calls mentoring hard work. In this post, she goes on to describe it as, "a constant give and take between building trust and pushing forward, facilitating reflection, and adopting an instructive approach. It is hard to fully appreciate the impact I am having on a day-to-day basis, but when I do get to see the results of my efforts, it is even sweeter as I know they have been hard won."